LB 

!'o67 



Glass. 
Book- 




5"G7 



Uq 



Rural School Leaflet No. 3 April, 1922 

DEPARTMENT OF THE INTERIOR 

\X.?,, BUREAU OF EDUCATION 
WASHINGTON, D. C. 



MODERN EQUIPMENT FOR ONE-TEACHER SCHOOLS 



By Maud C. Newbury 
Rural School Division, Bureau of Education. 



RURAL TEACHERS NEED MODERN EQUIPMENT. 

Just as the farmer of to-day would be handicapped by having on his farm 
only the tools, machinery, and means of transportation which the farmer of 
50 years ago found adequate for farming, so many teachers of one-teacher 
schools in the United States are handicapped, because they are supplied with 
a type of equipment that had to serve 50 years ago when it was possibly the 
best available. A carpenter could build a house with the help of only a hatchet 
and a saw, but he would waste time and energy, and a crudely constructed 
building would be the result. 

Abraham Lincoln with the aid of a wooden fire shovel, a bit of charcoal, 
borrowed books, and a lighted pine knot mastered the rudiments of knowledge. 
But Abraham Lincoln was a genius who succeeded in doing for himself what 
the average boy or girl would not even attempt ; besides he lived in a frontier 
community in pioneer days. Pioneer conditions belong to the past; modern 
schools should reflect the present. 

In a rural school one person is expected to do the work which in a graded 
school is performed by a janitor, a principal, eight grade teachers, often one or 
more supervisors of special subjects, and a nurse. The one-teacher school with 
fewer children has all of the problems found in the larger school. Teachers in 
such schools, therefore, actually need more equipment than does the graded- 
school teacher. 

THE NEEDS OF RURAL CHILDREN DEMAND LIBERAL EQUIPMENT. 

In no other type of school are children so dependent upon good texts for the 
knowledge which they gain in school. Necessarily the study periods are numer- 
ous and long and the class periods infrequent and short. Rural schools should 
be supplied not only with the most interesting basic texts but also with supple- 
mentary texts and a good collection of library books suited to the interests and 
needs of even the youngest children. 

Boards of education sometimes adopt the policy of providing only one reader 
a year per child, but a single book may be read in a few hours, and money, as 
well as time, is wasted when children spend a school year dawdling over read- 
ing which they should cover in two months. 

Quite as necessary is a liberal supply of seat-work material for little children. 
Too frequently in the past and sometimes even to-day such children have been 
set the task of copying pages from their reading books in order to fill In their 
90998" — 22 



vy i>i 



2 MODERN EQUIPMENT FOR ONE-TEACHER SCHOOLS. 

time. This is a pernicious practice for first-grade children, because they have 
not yet. learned to write. To attempt it without any help from the teacher, 
who is busy teaching other classes, results in their learning to write poorly and 
in their forming the habit of beginning sentences, proper names, etc., with small 
letters. Great waste of time is involved in breaking such habits. 

Yet little children can not be expected to sit for three or four hours doing 
nothing. They may learn to hate school or come to enjoy idling. It is just as 
much the business of education to conserve and guide the child's desire for 
activity and form habits of industry, as it is to teach children the facts of mul- 
tiplication. 

Making from paper a toy wagon, an illustrated alphabet booklet, doll furni- 
ture, a Hallowe'en jack-o'-lautern, or other objects in which the children natu- 
rally are interested, teaches them a sense of proportion, the use of a foot ruler, 
the meaning of a half and a quarter inch, skill in using tools, and joy in accom- 
plishment. But construction paper, scissors, crayolas, inexpensive compasses, and 
rulers are needed for such work. 

A mimeograph and a small printing outfit should be a part of the equipment 
of a one-teacher school. The mimeograph will prove invaluable in providing 
patterns for seat work, in making copies of interesting reading material for 
primary grades, copies of poems for all grades, and in duplicating assignments 
for pupils. The printing outfit will serve to prepare reading charts, notices, ma- 
terial for drill, and seat-work material. 

LEADERS MUST SET UP STANDARDS AND SHAPE POLICIES. 

Boards of education that have been providing as little equipment as possible 
can not be expected immediately to right about face and purchase everything on 
the list given below. But the county superintendent, supervisor, or other school 
official interested in promoting good schools can lead boards cf education gradu- 
ally to show annually greater liberality in purchasing books and other supplies. 
If standards are set up and a policy of educating the public is adopted at once, 
at the end of four or five years one-teacher schools should be generously equipped. 

Parent-teacher associations should be encouraged to raise funds for phono- 
graphs and records, pianos, pictures, hot-lunch equipment, first-aid cases, and 
a few good periodicals for children. . The knowledge that parent-teacher asso- 
cVations favor a liberal policy in spending money for equipment will go far 
toward influencing boards of education to show liberality in this respect. Parent- 
teacher associations should not be expected, lowever, to provide such things as 
textbooks, shades, seat-work material, and other supplies that are a regular part 
of the equipment of every school. 

When boards of education do not purchase adequate equipment for schools, it 
may be because they do not know what to buy or where to buy. Teachers are 
not always in a position to help them. Rural boards of education are made up 
in large part of farmers and business men. Such men usually' welcome the ad- 
vice of the expert. 

The county superintendent and the rural supervisor are the experts who are 
in a position to render invaluable service to one-teacher schools by advising 
boards of education in the matter of purchasing supplies. The rural supervisor 
or superintendent may visit every school late in the school year, help the teacher 
in making out a list of books and supplies needed, and summarize these lists 
by publishers, giving their names and addresses. She may present this list to 
the board of education at its next meeting with the request that the board pur- 
chase articles listed. If she will accompany her request with an explanation as 
to why the materials are needed and why they should be in the school when it 



LIBRARY Q^ CONGRESS 
Deceived 



MODEKN EQUIPMENT FOR ONE-TEACHER SCHOOLS. 3 

opens in the fall, in most instances the board will honor her request and pur- 
chase the supplies. 

In counties not emploj'ing rural supervisors a county superintendent who sees 
to it that schools are generously supplied with books and seat-work material 
takes a necessary first step in multiplying the educational possibilities of the 
rural school. 

Superintendents and supervisors, nor-v at the business of helping to make out 
supply lists, will find an excellent directorj' of publishers and supply houses 
in Sargent's American Private School Handbook, published by Porter E. Sar- 
gent, 14 Beacon Street, Boston, Mass. A directory more complete, but somewhat 
confusing for the uninitiated in the matter of ordering supplies, is The Educa- 
tional Red Book, published by C. F. Williams «& Son, Albany, N. Y. The Ameri- 
can School Board Journal, published by the Bruce Publishing Co., Milwaukee, 
"Wis., contains a very complete list of publishing and supply houses. Copies 
of texts for examination may be secured from publishers. Hall-Quest's The 
Text Book — Hovv' to Use and Judge It, published by Macmillan Co., New York, 
contains many suggestive guiding principles which should aid supervisors and 
county superintendents in selecting good texts. 

HOT-LUNCH EQUIPMENT. 

Rural children, after eating a light breakfast, must sometimes walk a mile 
or more to school. In winter and spring they may plow their way through 
snow banks or through deep mud in order to reach school. Sometimes they 
arrive, bitterly cold, only to find a cold room awaiting them. Perhaps the grate 
of the school stove is broken and has not been mended, or the fire went out the 
night before. It may be 11 o'clock before the schoolroom is really warm. At 
noon the child eats a cold, dry lunch. At night he may go home to a light 
supper or a warmed-over meal if the family is in the habit of having the 
principal meal, as many rural families do, at noon. 

The cold noon lunch does not promote the best physical development of the 
growing child. He should have something hot at noon to eat or drink. The 
cooking of one hot dish for the noonday lunch can be managed easily by the 
older girls, without waste of school time, under the supervision of the teacher, 
if the board of education or the parent-teacher association will manage the 
purchase of equipment. 

It seems strange that farmers who watch and cultivate growing plants so 
carefully and compound rations with skill to develop their pigs should suffer 
their growing children to endure the real handicap of eating cold, dry food 
five times a week. It is strange that the farmer's wife, who provides hot mash 
for her chickens, should fail to encourage the activities of those who would 
provide something hot for her growing children. Usually farm women are 
quick to cooperate in helping to provide hot-lunch equipment, thus helping to 
make available for their children one hot dish at noon. 

It is the province of the teacher not merely to teach children to memorize 
facts but to help in the development of strong, intelligent, moral citizens. This 
is the reason for puhlic education. A well-nourished child finds it easier to 
study and easier to be good than one whose food is unsatisfying. Hot school 
lunches help the school on the mental and disciplinary side and the equipment 
which makes them possible should be provided for every rural school. Home 
Economics Circular, No. 13, by Henrietta W. Calvin, contains an excellent hot- 
lunch equipment list for one-teacher schools. It may be secured from the 
Superintendent of Documents, Government Printing Office, Washington, D. C, 
at 5 cents a copy. 



4 MODERN EQUIPMENT FOR ONE-TEACHER SCHOOLS. 

THE RURAL SCHOOL LIBRARY. 

The teacher who can lead her pupils to form the habit of reading good 
books when they have mastered their regular assignments has helped to solv© 
the problem of discipline. Better still, she has led her pupils to form a habit 
that will lead them all through life to make good use of their leisure time. 

When children, with the aid of a teacher, have mastered one primer, one 
first or second reader, they will frequently take delight in reading a dozen 
books offering no greater difficulties than the first one read. Instead of hav- 
ing one primer, or one first reader which they spend the day with and then 
probably take home at night, how much more interesting it would be to take 
home a different book which they may read to parents or to an older sister or 
brother. 

It would greatly reduce the time which primary children require in learning 
to read if many easy readers were available, so that children could gather 
in circles in the library or in a corner of the classroom, when the teacher is 
busy with other children, and read to one another from books other than the one 
or two basal readers that everyone knows by heart. 

Children from rural schools are often handicapped when they enter high 
school because they have read so few books. They find themselves so far be- 
hind pupils coming from graded schools that they are sometimes discouraged 
and drop out of high school. They lack the breadth of knowledge which the 
reading habit gives. They have had no opportunity to read many books be- 
cause neither their homes nor their schools contained collections of good books. 

Almost equal in importance with the purchase of foundation material for 
the school building by a board of education is the purchase of a good collec- 
tion of books suitable for the children in all grades. A board that invests 
a hundred dollars per school for the first purchase of good library books and 
$20 a year thereafter shows wisdom. For by such an expenditure of money 
it has provided reading material, the use of which, under the guidance of a 
good teacher, will furnish a very sure foundation for a liberal education for 
the children for whom that board has assumed responsibility. 

NECESSARY EQUIPMENT FOR A ONE-TEACHER SCHOOL. 

1 jacketed heater. 
150 square feet of slate blackboard (24 inches and 34 inches from floor). 
12 blackboard erasers. 
1 covered container for water or a sanitary drinking fountain. 
1 water pail. 

6 inexpensive washbasins, or 2 washbowls. 
1 mirror, 
1 coal hod. 

1 coal shovel. 

2 floor brushes. 

1 dustpan and brush. 

1 oil mop. 

6 gallons oil. 

1 wastebasket, 

1 pencil sharpener. 

1 teacher's desk. 

1 teacher's chair. 

2 chairs for visitors. 

1 kindergarten table with chairs. 



% 

/MODERN EQUIPMENT FOR ONE-TEACHER SCHOOL^ 5 

1 library table and chairs. 

1 movable chair desk or adjustable seat per child. 

1 thermometer. 

1 globe. 

1 map of the world. 

1 map of United States. 

1 map of State, showing counties and township or other divisions. 

1 hectograph. 

1 hand bell. 

1 liquid-soap container. 

1 clock. 

1 bulletin board, 

1 first-aid case. 

1 umbrella rack. 

1 phonograph and records. 

1 piano. 

2 pictures. 

1 imabridged dictionary. 

6 abridged dictionaries. 

6 sets of compasses. 

Boxes of crayons. 

Cleaning compound. 

Adjustable shades, light in color. 

Screens for windows and doors. 

Paper toweling. 

Shelving for children's lunch boxes. 

Suitable boards cut to fit tops of desks, making tables for school or community 

exhibits, dinners, etc. 
Measures, half-pint, pint, quart, gallon, peck, half bushel. 
Foot rules and yard sticks. 
United States flag. 
Such material for primary pupils as scissors, colored construction paper, 

plain construction pai^er, crayolas. 
Modeling clay or plasticine, i lb. per pupil in first two grades. 
Phonic builders. 
Sentence builders. 
Niimber builders. 

Picture and word matchers. ■ 

20 sheets of chip board, 27 by 19 inches, 
50 sheets of oak tag, 9 by 12 inches. 
Price and sign marker or printing outfit. 

Texts : Modern texts in arithmetic, English, spelling, history, geography, 
hygiene, civics, and — 

4 basic texts in reading through third grade. 

2 basic texts in reading in other grades. 

2 supplementary texts in reading per pupil of as many different kinds as 

there are pupils in the class for primary grades 1 to 3. 

3 sets of geographical readers dealing with food, clothing, shelter, and 

descriptions of the continents. 

1 set of 6 supplementary readers in history. 

2 current magazines, containing juvenile material of literary excellence. 
1 magazine containing an abundance of pictorial material for use in 

geography. 



6 MODEEN EQUIPMENT EOR ONE-TEACHER SCHOOLS. 

1 good farm paper. 

1 copy for every child above third grade of an inexpensive weekly cur- 
rent-event paper. 
1 cabinet of arithmetic practice material in the fundamentals. (Cabinets 

arranged specially for one-room schools may be secured.) 
3 standard reading tests per pupil for testing progress in reading. (Se- 
lect type easily scored.) 
1 copy for each child abo'S'^ second grade of an intelligence test (for help- 
ing to grade and properly organize one-teacher schools). 
Hot-luneh equipment. ( See Bureau of Education's JJome Economics Circular 
No. 13, by Henrietta Calvin, containing list of equipment.) 
Library — containing SO juvenile books, 10 for each grade. 

SOME SUGGESTIONS FOR A LIBRARY FOR A ONE-ROOM SCHOOL. 

(Note. — Those marked with an asterisk (*) are recommended for first purchase.) 

For first grade: 

*The Brownie's Primer. By Palmer Cox. New York, Century Co. 

*Indian Child Life. By Doming. New York, P. A. Stokes Co. 

^Mother Stories. By Maud Lindsay. Springfield, Mass., Milton Bradley Co. 

Goops and How to be Them. By G. Burgess. New York, Stokes. 

Johnny Crow's Garden. By L. L. Brooke. New York, Warne. 

Clean Peter and the Children of Grubbylea. By Adeborg. New York, Long- 
mans, Green & Co. 
*Free and Treadwell Primer. Chicago, Row, Peterson & Co. 
* Story Hour Primer. New York, American Book Co. 
*Winston Primer. Philadelphia, Winston Co. 
*Elson Runkle Primer. Chicago, Scott, Foresman & Co. 

Story Steps. Boston, Silver, Burdette & Co. 

Natural Method Primer, New York, Charles Scribuer's Sons. 

Child World Primer. By B. F. Johnson. Richmond, Va. -- 

Young and Field Primer. Boston, Ginn & Co. 

Barnes Primer. New York, A. S. Barnes & Co. 

Fox's Phonetic Primer. New York, G. P. Putnam's Sons. 

The McCloskey Primer. Boston, Ginn & Co. 

Dyer Primer. New York, Chas. Merrill Co. 

Child Life Primer. New York, Macmillan Co. 

Playtime Stories. New York, American Book Co. 

Happy Hour Stories. American Book Co. 

Sunbonnet Babies Primer. Chicago, Rand, McNally & Co. 
. Bobby and Betty at Home. Rand, McNally & Co. 

Busy Brownies at Work. New York, Newsom & Co. 

The Three Pigs. Chicago, Educational Pub. Co. 

Red Riding Hood. Chicago, Educational Pub. Co. 

The Kendall Primer. New York, D. C. Heath & Co. 
*Work a Day Doings. Boston, Silver, Burdette & Co. 

Work a Day Doings on the Farm. Silver, Burdette & Co. 

Easy Road to Reading First Reader. Chicago, Lyons & Carnahan. 
*Progressive Road First Reader. Boston, Silver, Burdette & Co. 

The Story Hour First Reader. New York, American Book Co, 
*Free and Treadwell First Reader. Chicago, Row, Peterson & Co, 

Winston First Reader. Philadelphia, Winston Co. 

Elson First Reader. Chicago, Scott, Foresman & Co. 



MODERN" EQUIPMENT FOR ONE-TEACHER SCHOOLS. 7 

Fo7- first grade. — Continued, 

Barnes First Reader. New York, A. S. Barnes & Co, 

Art Literature Reader, Book I. Boston and Chicago, Atkinson, Mentzer & 
Co, 

Natural Method First Reader. New York, Charles Scribner's Sons. 

Overall Boys. Chicago, Rand, McNally & Co. 

Fox's First Reader. New York, G, P. Putnam's Sons. 

Kendall First Reader. New York, D. C. Heath & Co. 

Edson Lang First Reader. Boston, B. H. Sanborn. 

Child World First Reader, Richmond, Va., Benj. Johnson. 

The Merrill First Reader. New York, Chas. Merrill Co. 

Cyr First Reader. Boston, Ginn & Co. 

Cyr's Graded Art Reader, Book I. Ginn & Co. 

Child Life First Reader. New York, Charles Scribner's Sons. 

Art Literature, Book I. Boston and Chicago, Atkinson, Mentzer & Co. 

Folk-Lore Readers, Book I. Boston and Chicago, Atkinson, Mentzer & Co. 

Beacon First Reader. Boston, Ginn & Co. 
For second grade: 

*The Circus Book. Chicago, A. Flanagan Co. 

Cruikshanks Fairy Book. New York, G. P. Putnam's Song. 
*Indian Primer, By Florence C. Fox. New York, American Book Co. 
*Hiawatha Primer. By Florence Halbrook. Boston, Houghton Mifflin Co. 
*Buds, Stems and Roots. By Chase. Chicago, Educational Pub. Co. 
^Eskimo Stories, By Mary Smith. Chicago, Rand, McNally & Co. 
*The Tree Dwellers. By Dopp. Rand, McNally & Co. 
*The Early Cave Men. By Dopp. Rand, McNally & Co. 
*The Hawthorne Reader, Book II. Yonkers-on-Hudson, N'. Y., World Book Co. 

Stories of the Red Children. By Dorothy Brooks. Chicago, Educational 
Pub. Co. 

Lessons for Beginners in Reading. By Florence Bass, New York, D, C. 
Heath & Co. 

Stories of Animal Life. By Florence Bass, D. C. Heath & Co, 

Through the Farmyard Gate. By Emilie Poulsson, Boston, Lothrop & 

Lee. 
*Buds, Stems, and Roots. By Chase. Chicago, Educational Pub. Co. 

In Mythland, By Helen Beckwith. Chicago, Educational Pub. Co. 

Child's Garden of Verses. By Robert Louis Stevenson. Chicago, Rand, 
McNally & Co. 
*Cyr Second Reader. Boston, Ginn & Co. 
*Cyr Graded Art Reader, Second Book. Ginn & Co. 

Marigold Garden. By Kate Greenaway. New York, Warne. 
Any of the follmving attractive and interesting second readers: 

Holton Curry. Chicago, Rand, McNally & Co. 

Barnes. New York, A. S. Barnes & Co. 

Studies in Reading. University of Chicago Pub. Co. 

Elson, Chicago, Scott, Foresman & Co, 

Horace Mann, New York, Longmans, Green & Co, 

The Easy Road to Reading. Chicago, Lyons & Carnahan. 

Winston, Philadelphia, Winston Co. 

Kendall. New York, D. C. Heath & Co. 

Free & Treadwell. Chicago, Row, Peterson & Co. 

Fox. New York, G, P. Putnam's Sons, 



8 MODERN EQUIPMEj^T FOR OlSTE-TEACHER SCHOOLS. 

Any of the foUo^ciny attractive and interesting second readers — Coutinued. 
MeiTill. New York, Ohas. Merrill. 
Hill. Boston, Giini & Co. 
Edsou Lang. Boston, Sanborn. 
Story Hour. New York, American Book Co. 
Grover's Art Literature Reader, Book II. Boston and Chicago, Atkinson, 

Mentzer & Co. 
Laurel. Chicago, Laurel Book Co. 
Progressive Road. Boston, Silver, Burdette & Go. 
Beacon Reader. 
For third grade: 

All the Year Round. Boston, Ginn & Co. 
*Yol. I. Autumn. 
*Yol. II. Winter, 
*Vol. III. Spring. 
*The Later Cave Men. By Katherine Dopp. Chicago, Rand, McNally & Co. 
*The Dutch Twins. Boston, Houghton Mifflin Co. 
Snow Baby, By Mrs. Josephine Peary, New York, F. A. Stokes & Co. 
*Little Folks of Many Lands. By L. M. Chance. Boston, Ginn & Co. 
Seven Little Sisters. By Jane Andrews. Ginn & Co. 

* Short Stories for Short People. By Mrs. Alicia Aspinwall. New York, But- 

ton & Co. 
Legends of the Red Children. By Maria L. Pratt. New York, American 

Book Co. 
*The Complete Nonsense Book. By Edward Lear. New York, Duffield & Co. 
The Tale of Peter Rabbit. By B. Potter. New York, Warne. 
*Cyr's Graded Art Reader, Book III. Boston, Ginn & Co. 
Child Life in Other Lands. By Perdue. Chicago, Rand, McNally & Co. 
Overall Boys in Switzerland. By E. O. Grover. Rand, McNally & Co. 
Sunbonnet Babies in Holland. By E. O. Grover. Rand, McNally & Co. 
Mexican Twins. By Perkins. Boston, Houghton Mifflin Co. 
Stories the Iroquois Tell Their Children. By Mabel Powers. New York, 

American Book Co. 
Japanese Fairy Tales, Series I. By Williston. Chicago, Rand, McNally & 
Co. 
*Little Folks Handy Book. By Beard. New York, Charles Scribuer's Sons. 

* Hawthorne Third Reader. New York, Globe Book Co. 
'•'Children's Book. By Horace Scudder. Boston, Houghton Mifflin Co. 

For fourth grade: 

'•'Alice's Adventures in Wonderland. New York, Macmillan Co. 
*Pinnocchio, the Adventures of a Brownie. Boston. Ginn & Co. 
Jane, Joseph, and John. By Ralph Bergengren. Boston, Atlantic Monthly 

Press. 
*The Firelight Fairy Book. By H. B. Beston, Atlantic Monthly Press. 
After They Came Out of the Ark. By Royal Smith. New York, G. P. Put- 
nam's Sons, 
The Boy AVho Knew What the Birds Said. By Padraic Colum. New Y^ork, 

Macmillan. 
*Bird Book for Children. By Thornton Burgess. Boston, Little, Brown & Co, 

* A round the World, By Carroll, Vol. VI. Boston, Silver, Burdette & Co. 
Heidi. By Spyri. Boston, Ginn & Co. 

-The Four Wonders. By E. E. Shillig. Chicago, Rand, McNally & Co. 

* Stories of Colonial Children. By M. L. Pratt. Chicago, Educational Pub- 

lishing Co. 
Lulu's Library, By Louisa May Alcott, Boston, Little, Brown & Co. 



MODERlSr EQUIPMENT FOR ONE-TEACHER SCHOOLS. 9 

For fourth grade. — Continued. 

Sara Crewe, Little Saint Elizabeth. By Mrs. Frances H. Burnett. New 
York, Charles Scribner's Sons. 

* Songs of the Tree-Top and Meadow. By McMurry and Cook. Bloomington, 

111., Public School Pub. Co. 
Zitkala-Sa ; Old Indian Legends Retold. Boston, Ginn & Co. 
English Fairy Tales. By Joseph Jacobs. New York, G. P. Putnam's Sons. 
*Just So Stories. By Kipling. New York, Doubleday, Page & Co. 
Pioneer Life for Little Children. By Estella Adams. Indianapolis, Ind., 

Bobbs-Merrill Co. 
Weaver and Other Workers. By Jennie Hall. Chicago, Rand, McNally & Co. 
Belgian Twins. By Perkins. Boston, Houghton Mifflin C«. 
French Twins. By Perkins. Houghton Mifflin Co. 
Little Pioneers. By Warren. Chicago, Rand, McNally & Co. 
Some Merry Adventures of Robin Hood. By Pyle. New York, Charles 

Scribner's Sons. 
Industrial Art Textbooks, Vol. V. By Snow and Froelich. New York, A. S. 

Barnes & Co. 
Sunshine Lands of Europe. By L. E. Mulets. Yonkers-ou-Hudsou, N. Y., 

World Book Co. 
The Most Wonderful House in the World. By Mary Haviland. Philadel- 
phia, J. B. Lippincott Co. 
The Herford Aesop. By O. Herford. Boston, Ginn & Co. 
For fifth grade: 

Red Cross Stories for Children. By George Faulkner. Chicago, Doughaday 

& Co. 
*The Book of Bravery. By H. W. Lanier. New York, Charles Scribner's 

Sons. 
*Courageous Girls. Retold from St. Nicholas. New York, Century Co. 
Boy's Life of Theodore Roosevelt. New York, Harper & Bros. 

* Fifty Famous Stories. By Baldwin. New York, American Book Co. 
Winning a Cause. World War Stories. Boston, Silver, Burdette & Co. 
Swiss Family Robinson. New York, Grosset & Dunlap. 

Tales and Plays of Robin Hood. By Skinner. New York, American Book 

Co. 
Camp and Trail in Early American History. By M. S. Dickson. New York, 

Macmillan Co. 
*Trees Every Child Should Know. By Rogers. New York, Doubleday, Page 

& Co. 
Heroes and Martyrs of Invention. By Towle. Boston, Lothrop. 
The Play House. By Haviland. Philadelphia, J. B. Lippincott & Co. 
^Industrial Studies (United States). By Allen. Boston, Ginn & Co. 
*Lobo, Rag, and Vixen. By E. T. Seton. New York, Charles Scribner's Sons. 

* Stories of Industry. By Chase. Chicago, Educational Publishing Co. 
Beginner's History. By Montgomery. Boston, Ginn & Co. 

*The Bible for Young People. New York, Century Co. 

The Christmas Angel. By Katherine Pyle. Boston, Little, Brown & Co. 

North America. By F. G. Carpenter. New York, American Book Co. 
♦National Parks Portfolio. United States Interior Department. (Free.) 
*How the World is Clothed. New York, American Book Co., or 

How the World is Fed. New York, American Book Co. 
♦Tales from Far and Near. Chicago, Row, Peterson & Co. 
• *Robinson Crusoe. Baldwin ed. New York, American Book Co. 



10 MODERN EQUIPMENT EOR ONE-TEACHER SCHOOLS. 

For sixth oracle: 

Vive la France. By Knipes. New York, Century Co. 
*Famous Men of the Middle Ages. By Haaren and Poland. New York. 

American Book Co. 
Industrial Art Textbooks, YI. By Snow and Froelich. New York, A. S. 

Barnes & Co. 
Old Greek Stories. By Baldwin. New York, American Book Co. 
Heroes, or Greek Fairy Tales. By Charles Kingsley. Boston, Ginn & Co. 
*Uncle Remus ; His Songs and Sayings. By J. C. Harris. New York, D. 

Appleton & Co. 
*Earth and Sky Every Child Should Know. By J. E. Rogers. New York, 

Grossett & Dunlap. 
*Young Trailers. By Altsheler. New York, D. Appleton & Co. 
Scouting with Daniel Boone. By E. L. Tomlinson, New York, Doubleday, 
Page & Co. 
^Jungle Book. By Kipling. New York, Century Co. 
Europe. By F. G. Carpenter. New York, American Book Co. 
*New Europe. By Allen. Boston, Ginn & Co. 
Australia. By F. G. Carpenter. Boston, Ginn & Co. 
*Plutarch's Lives. Boston, Ginn & Co. 

Three Industrial Nations. By L. R. Blaich. New York, American Book Co. 
*Europe. By F. D. Herbertson. New York, Oxford Press. 
The Beginnings. By A. G. Terry. Chicago, Row, Peterson & Co. 
Lord and Vassal. By A. G. Terry. Row, Peterson & Co. 
*King Arthur and His Round Table. By Warren. Chicago, Rand, McNally 

& Co. 
*Hans Brinker. By Dodge. New York, Charles Scribner's Sons. 
For seventh grade: 

* Guide to United States History for Young Readers. By Henry W. Elson. 

New York, Doubleday, Page & Co. 
*Cyclopedia of Common Things. By Champlin. New York, Holt & Co. 
*Rebecca of Sunnybrook Farm. By K. D. Wiggins. Boston, Houghton 

Mifflin Co. 
The Laud of Fair Play. By Geoffrey Parsons. New York. Charles Scrib- 
ner's Sons. 
A Short History of Discovery. By Hendrik Willem Van Loon. 

* Boy Scouts Book of Stories. By Franklin Matthews. 
♦Little Women. By Alcott. Boston, Little, Brown & Co. 
^George Washington. By Scudder. Boston, Houghton Mifflin Co. 

Boys' Parkman. By Parkman. Boston, Little, Brown & Co. 

Last of the Mohicans. By Cooper. New York, Grossett & Dunlap. 

Heroes of Everyday Life. By Coe. Boston, Ginn & Co. 

Twenty-Four Unusual Stories. By A. C. Tyler. New York, Harcourt 

Brace & Co. 
Uncle Henry's Letters to the Farm Boy. By Henry Wallace. New York, 

Grossett & Dunlap. 
Legends that Every Child Should Know. By H. W. Mabie. Doubleday, 

Page & Co., New York. 
♦Harper's Airci-aft Book. By A. H. Verrill. Ne\Y York, Harper & Bros. 
Things a Boy Should Know About Wireless. By T. M. St. John. New 

York, St. John. 
Harper's Beginning Electricity. By D. C. Shafer. New York, Harper 

& Bros. 



MODERN EQUIPMENT FOR ONE-TEACHER SCHOOLS,. 11 

For seventh grade. — Continued. 

Call of the Wild. By Jack London. New York, Grossett & Dunlap. 
♦Forest Runners. By Althsler. New York, D. Appleton & Co. 
Scottish Chiefs. By Jane Porter. New York, Scribner's Sons. 

* Tom Sawyer. By Mark Twain. New York, Harper «& Bros. 
South America. By Allen. Boston, Ginn & Co. 

* South America. By J. Bowman. Chicago, Rand, McNally & Co. 
Asia. By F. G. Carpenter. New York, American Book Co. 

The New Liberty. By A. G. Terry, Chicago, Row, Peterson & Co. 
'^Geography of Commerce and Industry. By Rocheleau. Chicago, Educa- 
tional Pub. Co. 
Plays and Games. Bancroft. 

*The Book of Pirates. By Howard Pyle. New York, Harper & Bros. 
For eiffhtli grade: 

* Tales from Shakespeare. By Lamb. New York, Macmillan Co. 

* Ivanhoe. By Scott. New York, E. P. Dutton & Co. 
Winning His Way. By Coffin. Estes. 

Pickett's Gap. By Homer Greene. New York, Macmillan Go. 

Two Little Confederates. By T. N. Page. New York, Charles Scribner's 

Sons. 
Harding of St. Timothy's. By A. S. Pier. Boston, Houghton Mifflin Co. 
Treasure Island. By R. L. Stevenson. New York, Charles Scribner's Sons. 
Tale of Two Cities. By Dickens. New York, Dutton & Co. 
Midsummer. By K. Adams. New York, Macmillan Co. 

* Natural History of the Farm. By J. G. Needham. Ithaca, N. Y., Comstock 

Pub. Co. 
*Harper's Everyday Ele<."tricity. By D. C. Shafer. New York, Harper & Bros. 
Road Primer for School Children. l\y S. W. Ravennel. Chicago, A. C. 

McClurg .t Co. 
The Comnumity and the Citizen. By Dunn. 

* Household Arts for Rural Schools. By Cooley and Spohr. New York, Mac 

millan Co. 
*Guns of Bull Run. By Altsheler. New York, D. Appleton & Co. 
'* Guns of Shiloh. By Altsheler. Appleton &, Co. 
*Betty Leicester. By Sarah Orne Jewett. Boston, Houghton Mifflin Co. 
Adventures of Huckleberry Finn. By Mark Twain. New Y^ork, Harper 

& Bros. 
How the United States Became a Nation. By John Fiske. School ed. 

Boston, Ginn & Co. 
The Modern World. By A. G. Terry. Chicago, Row, Peterson & Co. 
A Dutch Boy Fifty Years After. By Edward Bok. New York, Charles 

Scribner's Sons. 
*Boys' Life of Abraham Lincoln. By Helen Nicolay. 

The Farmer and His Friends. By Tappan. Boston, Houghton Mifflin Co. 
*The Story of Mankind. By Van Loon. New York, Boni & Liveright. 

o 



Ill hi^im™ . °^ CONGRES 



S0 

021 729 321 2' 



